Abstract
This study examined effects of goal setting, frequency of progress monitoring, and method of evaluating progress on the number of instructional change prompts generated by reading–curriculum–based measurements (CBM). Participants were 31 high–incidence special education students in grades 2–6 selected from 8 schools. Following baseline measurements, researchers administered grade–level CBM passages every 2 weeks for 8 weeks. Comparisons included 3 goal levels (0.5, 1.0, or 1.5 word growth per week), 3 monitoring/evaluation schedules (every 2, 4, or 8 weeks), and 2 methods for evaluating progress (points below the aim line or slope). Overall, more ambitious goals, less frequent monitoring, and using slope to evaluate progress generated more instructional change prompts. Results favored less frequent monitoring and using slope to evaluate progress.
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